Welcome to Managing group, paired and individual reading in the classroom. Reading is an essential aspect of learning and there are numerous strategies which teachers can implement to teach and encourage reading. This unit gives an overview of the components of reading as well as briefly defines the three types of reading
In order for successful reading and further learning to take place, it is vital for learners to find reading an enjoyable experience. Reading is enjoyable when:
- it encourages participation – this can be in the form of learners being engaged in a text when teachers ask them questions on it, they read it for themselves, can dramatise it and so on
- the teacher takes interest in reading themselves – this can be in the form of modelling reading, making reading lessons interesting and fun or perhaps by doing interesting activities such as book character dress-up days or art activities based off of stories; teachers must be creative with literature to show their interest in it.
- the reading materials are appropriate for the level of the learner’s reading abilities – materials which are too easy will lead to the boredom of reading whereas texts which are too challenging could cause reading sessions to be distressful and unenjoyable.
- there are a variety of reading materials which interest the children – stories about animals, fantasy stories and silly stories are a huge success with young learners.
- there is no pressure to read perfectly – reading lessons should be relaxed without any pressure to meet expectations.
A teacher’s role in formal reading is to develop:
- Phonemic awareness – which requires being able to recognise and identify letter sounds and blends
- Word recognition – the ability to correctly recognise and read a word
- Comprehension – consists of learners understanding not only the content of the text but also background knowledge and the ability to answer questions
- Vocabulary – slowly and continually developed through thoroughly introducing new words in a text to learners
- Fluency – he ability to read smoothly, using punctuation and expression (reading the way one speaks)
The above reading skills need to be fostered and continually integrated into reading lessons. They should not be drilled into learners but reinforced in a comprehensive manner.
In the classroom, reading can be broken up into group reading, which is teacher-guided as the teacher leads the reading, individual reading, which is learner-oriented as the learner reads independently and paired reading which is instructed by the teacher but consists of peer on peer learning
What is group reading?
Group reading can be defined as a guided reading session between the teacher and roughly 6 to 10 learners who are at the same reading ability level. This is a time for the teacher is to teach reading skills and vocabulary, as well as assess their reading abilities.
What is paired reading?
Paired reading consists of two learners reading together. The teacher pairs them either by the same level of reading ability or one weaker reader with one stronger reader. The teacher gives the whole class the paired reading instructions and monitors them as they carry out their reading activities.
What is individual reading?
Individual reading is where a learner quietly reads a book alone. This is not teacher-guided or instructed and generally occurs while teachers are doing reading groups, a learner finishes his or her work early, or when the teacher has a designated “reading time” for the whole class to silently read.
It is essential to have sufficient reading and writing activities and create meaningful group, paired and individual reading experiences. Proficient teacher management is important in order to achieve successful learning in reading and to create a love for and curiosity about the written text.